Just A Little Bit?

Name: Shelby Devey

Title of Lesson: Just A Little Bit?
Grade Level(s): Sixth Grade
Strategy (Direct/Indirect): Direct
PA Academic Standards and Assessment Anchors (where applicable):
M06.A-N.2.1.1: Solve problems involving operations (+, , , and ) with whole numbers,
decimals (through thousandths), straight computation, or word problems.
4.2.6.C: Identify natural and human-made factors that affect water quality.
S6.A.2.2.1: Describe ways technology extends and enhances human abilities for specific
purposes (e.g., make observations of cells with a microscope and planets with a
telescope).
Enduring Understanding(s):
The students will understand that
The students will understand that
The students will understand that
and nonrenewable resources.
The students will understand that

humans and fish have something in common, water.

consumption can relate to shortages.
they can contribute to the conservation of renewable
the can make a difference in their environment.

Essential Question(s):
What are some ways that you personally can conserve?
How do you think technology has advanced our lifestyle?
Explain how you could implement a conservation plan in your school.
Specific Content (Code)
1. The students will be given
a worksheet and asked to fill
in the water meter by
answering the questions on
it.
2. The students will be lead
in a discussion about how
conservation can pertain to
other renewable and
nonrenewable resources.

3. The students will be

allowed to participate in a
Lorax activity which will ask

Specific Objectives
(Code)
1. The student will be able
to calculate, roughly, how
much water they use in one
day.
2. The students will name
other natural resources
found on our planet and
specific ways to conserve
them.

3. The students will write

how they can make a

Specific Formative
Assessments (Code)
1. The students will show
their work on the
worksheet.
2. The students will write
the definition of what a
natural resource is in their
journals. Through
discussion, the students will
decide on ways they can
conserve.
3. The students will hang
their notecard around the
classroom with their picture

them what they stand for.

difference.

stating what they speak for.

Procedures (Include and Label ALL Components: DETAILED:

Lesson Beginning (Motivation, Review, Overview)
The students begin by reviewing the saying living downstream and the necessity of
healthy water. With the last lesson, the students had looked at a slide that showed
Brookville and Pittsburgh. The students has discussed how what they put into the water
system will eventually reached where I live in Pittsburgh. Also, do not forget to mention
the Trout in Classroom Project because they will have to release their fingerlings into a
waterway in May. With the Catch the Critter game, the students had to try and gain the
highest number of points on order to have a healthy stream. The students discussed the
necessity of the Trout needing a very clean stream or water way. After the review is
finished, the teacher will pass out a worksheet entitled How much Water Do You Use?.
The teacher will go over the directions with the students, stating that this should be done
in pencil. There is a section on the worksheet there is a place labeled activity. Underneath
that word there are equivalents as to how much is used for certain things throughout the
house. ( See attached worksheet) Some students may need a calculator to check their
math when adding up their total usage, and that is fine. The students will answer the
questions on the worksheet and calculate how much water they use throughout the day.
The goal is to not go off of the chart when having to shade in the water meter. The
teacher and students will then have a discussion about other ways that they use water
that are not on the paper. Really get them to think outside of the box. (pools, pet baths,
watering gardens, etc.)
Lesson Development
From there, the teacher will talk about how water is a renewable resource. The students
will have a discussion with the teacher and create a definition for renewable and
nonrenewable resources. After vocabulary terms have been given a definition, the
students and teacher will make a list of renewable resources that are used in everyday
life. These definitions and lists will be written in their science journal so that they will have
them as a reference. When speaking to the students about renewable resources, mention
how grams cabin has solar panel and wind turbine. Both cost an extremely large sum of
money, but if you are able to write a grant, help can be provided. While looking at the
picture of renewable and nonrenewable resources, mention how the smoke stacks may be
able to be seen from Kennywood. Since they will be right up river, at certain parts of the
train, the students should be able to see old parts of the Steel Mill that was down the
street in Homestead. From there the discussion will extend into ways that they can
preserve or help in the renewal process of the different resources. The students will be
split into groups within the classroom, and each group will be asked to come up with one
way that they promise to conserve a resources. (Each class will make a poster of this, and
try to not let too much overlap occur.) The posters will be displayed around the room. To
make this more personal, the teacher can pass out notecards and have each student write
what they stand for. Give example to show that it does not have to just pertain to the
natural resources mentioned in class.
Lesson Ending
At the end of the lesson, the students will have much to think about. Their final task is to

write on a notecard what they speak for. This activity goes off of the bulletin board that is
in the front of the class. It is a quote from the Lorax that says, I speak for the trees. So,
based off of the conservation discussion, the students should be able to choose what they
speak for. When the notecard has been written on, the students can take a picture with
the Lorax or hold a fake mustache prop to go alongside their notecard. These will be
displayed around the classroom. If there is time left over in the class period, the teacher
can go over the postcards. Also the teacher can introduce the thought of what plan the
students can devise in order to be less wasteful at their school.
Meaningful Student Involvement: The students are involved in an activity that gives
them cause to reflect on their everyday life. From there, they are able to create their own
definitions as to what renewable and nonrenewable resources and conservation is. The
students will be asked to think about how they can help conserve certain things on our
planet.
Special Adaptations/Modifications: The paper can be blown up in order to see better
on the projector screen. Also, for pictures, there does not have to be a flash. If students
have trouble writing, they may type or say what the definitions are.
Anticipated Difficulties AND Modifications: The students may need more time to
complete the activity, and they may be confused with the math at the bottom of the
worksheet. If so, that will be gone over in class together, and the students may use
calculators to check their work.
Physical Structure: The classroom will be set up in a traditional way because the PSSAs
will still be occurring. The bulletin board is in the front left of the classroom, with hanging
room for pictures and notecards all around.

Materials:
Colored Pencils
Blank Notecards (120)
The Lorax stuffed animal (1)
The cut out Lorax mustaches (6)
Worksheet (120)
A box to collect the notecards in after they are written on (1)
Rubber bands (8)
Power Point
Camera
References (2)
How Much Do You Use? (n.d.). Retrieved April 17, 2015, from
http://www.projectwet.org/teach-and-learn
Natural Resources Defense Council. (n.d.). Retrieved April 17, 2015, from
http://www.nrdc.org/
Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection.

Even though the lesson was not taught [exception: peer teaching lesson] a reflection is
needed. Discuss the projected efficacy and why.